Presenting a paradigmatic model of teachers' competence based on the document of the fundamental transformation of education
Document Type : Original Article
Authors
1 BA student in Elementary Education, Farhangian University, Kazaron, Iran
2 BA student in biology education, Farhangian University, Tehran, Iran
3 BA student in Elementary Education, Farhangian University, Sari, Iran
4 Phd student in curriculum planning, lecturer at Farhangian University, Shiraz, Iran
Abstract
Method: The current research method is qualitative and using the foundation plan. In this method, the text of transformation has been thoroughly checked word by word and the sentences and propositions related to the competence of the teachers have been selected. In open coding, 121 propositions were presented, in focal coding, 10 components were presented, and finally, the paradigm model of teachers' competence was presented. Also, to check the validity and the current method, the research findings and the method of implementation were referred to three transformation experts and one education expert.
Findings: The findings of the research show that religious merits and conditions and facilities are the cause of his merits. Religious competences with the components of achieving a virtuous life, knowledge and love of God, belief in monotheism, appreciation of God and increasing the insight and conditions and facilities of the teacher also include the components of the establishment of the system for measuring the competences of teachers, training and empowering teachers and participation Teachers are except causal conditions in curriculum planning. Also, moral competences with trustworthy components, truthfulness, self-esteem, courage and inherent and acquired characteristics are among the conditions of the fields. Being just with the components of not having a racist view, helping to achieve global justice, observing educational justice, anti-tyranny and revolutionary spirit, and physical and mental health with the components of having spirit and vitality, physical health, personal health and environmental health, and exercise and healthy except Conditions. They are interlopers. Scientific competence with the components of familiarity with the fields of education and training, respecting scientific introductions, the field of research development and having basic knowledge and education, and personal and social competence with the components of social participation, communication with specialists and communication with specialists and communication with specialists and treatment It becomes one of the strategies with the family. And finally, professional competence with entrepreneurship components, self-growth and excellence, financial discipline, empowering students, using existing capacities, and growing and educating students are among the consequences. Conclusion: Recognizing the competencies in the country's teacher training system can help policy makers and educational planners in the appropriate strategies to reduce the gap between the current and desired situation in this field and to improve the status of the components of the auxiliary competence.
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